cfp.english.upenn.edu

Perhaps more than other children's literature and film, preschool books
and television programs tend to be rooted in teaching the very young
something or other -- letters, numbers, colours, music, sports, values.

What is not clear is just what sort of research on cognitive and emotional
development supports these pedagogic efforts.

Are some books and television shows better than others at promoting
development and acuity in small children, and, if so, why?

What does research in developmental and behavioural paediatrics and in
social learning tell us about optimizng infant development, about the role
of observational learning, about how to promote moral reasoning and
language development?

What role do books and television/film have in all this?

And how can literary critics, teachers, and care providers use the findings
from this research?

What bearing might new developments in philosophy, history, and in
literary, art, and cultural criticism have on the kinds of materials we give
children and what lessons they offer?

Please send proposals for papers, profiles, and interviews, to:

The Editors
Canadian Children's Literature /
Littérature canadienne pour la jeunesse
4th Floor, MacKinnon Building
University of Guelph
Guelph, Ontario
N1G 2W1 Canada

An index of previous issues and current guidelines for contributors are
available at our website: http://www.uoguelph.ca/englit/ccl/

--Benjamin Lefebvre, Acting AdministratorCanadian Children's Literature / Littérature canadienne pour lajeunesse4th Floor, MacKinnon BuildingUniversity of GuelphGuelph, Ontario N1G 2W1Phone: (519) 824-4120 ext. 3189Fax: (519) 837-1315E-mail: ccl_at_uoguelph.caWebsite: http://www.uoguelph.ca/englit/ccl/ =============================================== From the Literary Calls for Papers Mailing List CFP_at_english.upenn.edu Full Information at http://www.english.upenn.edu/CFP/ or write Erika Lin: elin_at_english.upenn.edu ===============================================Received on Sat Feb 16 2002 - 11:26:15 EST